•f^'^^\\(^u\: 










A Cycle of Work 



IN THE 



Kindergarten 



AND 



Primary School 

/ 

By MARY F. SCHAEFFER 



.1 




FIRST VOLUME. 



1899 

CHAS. W. PALM CO. 

LOS ANGELES 







38818 



.S3 



(( JUL 2. 1899 ) 



Copyright. 1899, by Mary F. Sehaefifer. 



47069 



to my dear parents, who have been "instant in sea- 
son, andout of season" in helping me over all my 
difficulties in life; thus making it possi- 
ble for me to enter into this beauti- 
ful kindergarten atmosphere of 
thought and action, these 
volumes are loving- 
ly dedicated. 

Mary F. Schaeffer. 

Long Beach, California, June 1899, 



CREDIT GIVEN. 

I wish to express my gratitude to all those dear friends and 
teachers who haye given me much inspiration and help in my 
Kindergarten life and experience. Especially do I feel deeply 
grateful to those dear helpers in "The Howe" Kindergarten 
at West Superior, Wisconsin: Miss McMahon and Miss Andrus. 
It was in this school we used this "Cycle of Work", in our Kinder- 
garten, — and the little children who came to us every day, are 
the best proof of its value. 

I would not forget to mention our Superintendent Mr. W. H. 
Elson, who permitted us to strike away from old traditions into new, 
untried paths, and experiment for ourselves. Would that every 
Kindergartener had such a Superintendent — such a Board of Edu- 
cation, and such helpful assistants! 

Yours for happy childhood, 

Mary P. Schaeffer. 



INTRODUCTION. 

E P L E living in climates where Jack Frost does not 

reign, at least several months during the year, can not 

appreciate the full meaning of the renewal of Nature 

in the Spring time; hence they miss many of the 

deep, beautiful lessons of the Resurrection of Life in all its 

varied forms. 

We are living in an age of transformation — of newness of 
life, thought and action. 

"Old things are fast passing away, and behold, all things 
are become new!" 

In the process of evolution we are coming to have a moun- 
tain view of the history and development of man from his 
first beginning as an atom of that Mystery called Life — with 
no consciousness save that inherent force which impels it on 
through its own activity to higher, and still higher forms of 
life. 

Then we see the end of an Era which is but the beginning 
of a new period of time, when God breathed into this highly 
organized form of life the Breath of Life making of it Man, 
the crowning work of creation — the express image of the Divine. 
It has taken thousands of years for man to come to the full 
consciousness of himself and his relation to Nature, God, and 
his Fellowman. 

This, the close of the nineteenth century marks the dawn 
of another era of time — when we may realize the prophesy of 
that familiar song: 

I live for those who love me, 

Whose hearts are kind and true, 
For Heaven that smiles above me, 

And waits my spirit too. 

For all the ties that bind me, 

For all the tasks assigned me, 

For bright hopes left behind me, 

And good that I may do. 



6 A Cycle of Work in the 

I live to hail that season 

By gifted minds foretold 
When man shall live by reason 

And not alone by gold; 
When man to man united 
And every wrong thing righted 
The whole world shall be lighted 
As Eden was of old. 
Naturally we find lying about, here and there, many 
vestiges of the old chrysalis forms of life and thought, as in 
nature we find the chrysalis of the butterfly, the sheath that 
unfolded the bud in its early stage of development; the after 
BIRTHS of many forms of life. 

As in the material world so we find in the intellectual, 
commercial, and religious world, many vestiges of the old, 
which have not yet shown signs of quickening, and apparently 
life is extinct. 

We are glad to note that the educational world is putting 
on this new life, and is fast shedding its chrysalis of the Dark 
Ages, when schools were scarcely more than cramming fac- 
tories where children underwent a sort of stuffing process, 
very similar to the experience of the Thanksgiving turkey or 
goose about a week previous to its decapitation. 

A school in this day of progress, without a kindergarten 
or the kindergarten spirit, is in as deplorable a state, as the 
little boy of five years without a jack-knife, yea worse, it is 
likened unto the house that was built upon the sand. 

Kindergartens have passed that experimental stage when 
the public must needs be convinced that they are not a luxury, 
but a necessity in ever organized school. 

It goes without saying that the cellar and foundation of a 
house are quite as important and valuable as are a beautiful 
roof and cupola. 

The kindergarten is the cellar and foundation of this 
structure, we call character. 

The first stones are laid in the home with the father, 
mother and baby. Then, when the little one has learned to 
cross the sacred threshold of his sanctuary, the home, the 
kindergartener stands ready to take him by the hand, leading 



Kindergarten and Primary School. 7 

and directing these most important first steps, until he is 
ready for his next helper, the primary teacher, and so he is 
helped, guided and directed on and on through the grades to 
the high school; from the high school to the college and uni- 
versity; and then into life. 

The child cannot afford to do without this link in his 
chain of experience. The full-grown man or woman can bet- 
ter afford to do without the cupola — the college and university 
— rather than miss these necessary helps in his most impres- 
sionable, most formative time of life. The tender seedling 
needs the wise care of the gardener to protect it from the rude 
blasts and scorching sunshine. When it has become strong 
and well rooted, it can then withstand these later influences. 

Kindergarten! What does it mean? Child Garden or 
culture — a place where little human-divine plants grow under 
the fostering, protecting care of a wise gardener. Does it 
apply only to little childrenj and to a certain period of life? 
" Whosoever shall not receive the kingdom of God as a little 
child shall in no wise enter therein." What does this mean? 
Simply this: that not until we have in our hearts the spirit of 
a little child, can we enter into or contain heaven. "And a 
little child shall lead them." Are we not all little children, 
only of larger growth? It is then very conclusive that we can 
never outgrow the kindergarten. It would be well to incorpo- 
rate a kindergarten training into the curriculum of every 
young woman and young man in our schools. Yes, ^^young 
manf^ for do we not need intelligent, wise fathers, as well as 
mothers, to enter upon the duties of parenthood, as they would 
enter upon their profession, be it that of law, or medicine, or 
teaching? 

Every influence that surrounds a little child; the whole 
round of experiences that come to him from earliest infancy 
until he is seven or nine years of age, is of tremendous signifi- 
cance, because each is as a voice that will echo and re-echo 
throughout all his later life. 

What does the kindergarten proper do for the child? 
Rather ask, "What does it not do?" 



8 A Cycle of Work in the 

He comes to us bringing with him many of his sweet baby 
ways and thoughts and wonderings. 

"Trailing clouds of glory" do they come. 

He is a little bundle of undeveloped possibilities, as far-reach- 
ing as eternity and as great as God in the heavens; for he is 
made in the image of his Creator. He is full of activity, 
which is directed through play and play-work. 

He learns "definiteness from indefiniteness." 

He makes the "outer inner and the inner outer." 

He is led from "the general to the particular and from the 
particular to the general." 

In every experience, in his kindergarten life, he mirrors, 
in his plays, games and work, the various activities seen about 
him every day. 

He is led to observe the changing seasons and the domin- 
ant thought-activity of each season. 

The autumn is the time for the preparation for winter, 
both in the home and in nature. 

The winter is the rest time for flowers and trees, bugs and 
bears. It brings to us rich, beautiful experiences of the Christ- 
mas-tide; lessons of "Peace on earth; good-will to men." 

The new year comes to us with its clean page, giving ub 
another opportunity to write more carefully and wisely. It is 
the beginning of another cycle, when we may begin life anew 
with stronger purpose and greater definiteness. 

During these first months of the new year, we live the life 
of the artisan, thus coming into fuller and closer relationship 
with our brother man. Lessons of reverence and respect for 
the laborer come to the child. Interdependence and mutual 
need and helpfulness are learned through experience. Patriot- 
ism and love for our Country come to him in the celebration of 
our heroes' birthdays. 

In the springtime comes that beautiful renewal of life 
which embodies the deep and glorious lessons of the resurrec- 
tion. 

Nature awakens and puts on her new garments to be ready 
for the coming of our Lord. During these lovely warm days 



Kindergarten and Primary School. 9 

of the spring-tide, we go out into the country aud listen to the 
voices of nature, finding "tongues in trees, books in the running 
brooks, sermons in stones and good in everything." 

We shout for joy and sing praise to our kind Heavenly 
Father, "who hath made everything beautiful in its season." 

In the summer we take an imaginary if not a real trip to 
the seashore. Then we become acquainted with old Ocean. 
We learn to know and love all her beautiful children, the 
fishes, the countless little creatures living in their queer but 
beautiful houses — their fairy-land home among the grasses 
and moas and rocks in the deep water. It is certainly an 
enchanted world, and, like Tom the water baby, we are glad to 
be wooed and loved by these mermaids and sylphan beauties. 

During the year, the child has had a cycle of experiences, 
which are but forerunners of those which will come to him in 
later life. 

He has begun to find himself. He has not only uncon- 
sciov^sly learned much of color, form, number, language, but far 
deeper and more significant lessons and experiences have come 
to him. 

He has learned the beautiful lesson of love and service. 
" He that findeth his life must lose it." In the language of 
Froebel, he has come to a consciousness of his heritage: 

"A child of nature; 

A child of humanity; 

A child of God." 

The trinity of relationship: Nature, Man, God. 

The four seasons of life: Spring, Summer, Autumn, Win- 
ter. 

Home, the center or first fostering influence enveloping 
this life. The kindergarten, school, college, university — all later 
and equally important to the unfolding life — all enveloped, 
surrounded with love, or God, for God is Love. 



10 



A Cycle of Work in the 




Kindergarten mid Primary School. 11 



CHAPTER I. 



PROGRAM. 

Since we have learned that the purpose of life is to unfold 
all the latent powers and possibilities of the individual — it 
clearly follows that the purpose of education is to supply such 
environment as will best help that life or soul to express its- 
self to most perfectly reflect its Maker, as the Christ re- 
vealed or reflected perfectly through his humanity, the will of 
the Father. 

Any program or outline of work that embodies the vital 
life-experiences which are common to all mankind is one that 
may safely be followed. 

Froebel's Mother Play Book is the Kindgartners Bible, 
and is a great reservoir from which she constantly may find 
seed-thoughts for her work. 

The ideal of the Kindergarten may be likened to a great 
river system, with all its many branches, flowing together into 
one great stream, and all flowing into the great Ocean. Each 
little drop of water that goes to make up this river is like the 
little child, a perfect minature of the great universe or God, re- 
flecting all the colors of the rainbow, of perfect character, re- 
ceiving its colors from the great source of all Life, — and, 
together, v/ith many, many lives, goes to makes up Humanity. 

There are as many ways of making or formulating a pro- 
gram for the Kindergarten as there are Kindergarteners and 
Kindergartens. All may be good so long as they follow the 
Law of development of Man as Froebel so clearly sets forth in 
his "Education of Man." 

The first thing to be considered, is the child in his environ- 
ment. 

There are conditions arising from home and social sur- 
roundings, also from climatic influences and geographical 
location. 



12 A Cycle of Work in the 

The Child in his Inherent Self is the same the world 
over, in China, in Africa, in America, in Greenland or on the 
plantation in the South; but he is greatly modified by the 
different family, social, and climatic influences. So the 
Kindergartener in planning a program must consider all these 
various conditions which re-act on the little ones who are 
placed in her care. 

Two points then must be kept in mind aho ays: The 
Child and the Law of Development of the Child. 

This law of development is not confined alone within the 
covers of "The Education of Man." It is found everywhere in 
Nature, in individual and social life. Froebel evolved this 
law by following closely the laws underlying the growth of 
plant-life, hence he calls the gathering of little children under 
the supervision of the guiding influence of one of maturer 
years: a Kindergarten, and the leader or director a Kinder- 

GARTNER. 

The following is one of the various paths we have trod in 
our Kindergarten life. We aimed to make it as universal in 
thought and purpose as possible, adapting it to individual 
needs. 

Thus far it has proved the best plan because it has, more 
than any other program, embodied most completely that cycle 
of experiences which each child must have in order to attain 
all-round or all-sided development. 

We doubt not that another year we would tear it all 
apart and reconstruct it. But the point is just this: can we 
afford to leave out any one of the seed-thoughts? 

A program is only suggestive and each individual teacher 
must make it her own before she can successfully use it. 

We give this one for what it is worth. It may help some 
beginning Kindergartner to get a mountain-view of the whole- 
ness or completeness of a year's work, even before she has had 
opportunity to climb up on the mountain side, through her 
own training and experience. 

"We learn to do by doing:" this motto holds good with. 
Kindergartners as well as with the children. But we want all 



Kindergarten and Primary School. IS 

the helps that can come to us through the experiencep, failures 
and successes of others who have trod this same path before 

us. 

Our aim has been to base almost all our stories on Classic 
literature and to select such songs as contain intrinsic beauty of 
harmony, rythm and poetry. We use the Perry pictures and 
all good pictures that will best illustrate the subjects under 
consideration, thus laying the first foundation stones of the 
education of the child in literature, history, science, art and 
music also in manual skill and dexterity. We try to keep 
near to Nature and to the Child, leading out into broader 
thought and knowledge from the simple home life-experiences 
of the father, the mother and the child. 

We aim to have the various seed-thoughts complete in 
themselves, like so many pearls strung together, making at 
the end of the year a complete cycle or circle of many cycles 
or circles. 

Thus we learn through individual experience the ABC 
of the meaning of that perfect word Love and the perfection of 
Life. 

From the mothers' love we make the rounds and learn- 
it is but another word for God's Love. 



14 A Cycle of Work in the 



CHAPTER II. 



First Cycle — Preparation for the Winter. 

Several Kindergartners asked me recently, " How do you 
develop the thought of Easter in your kindergarten?" "Will 
you tell the story of the Resurrection, and how will you de- 
velop Nature-work so as not to weary the children?" 

These problems have confronted us many times and we 
have learned, partially, through experience, how to solve 
them. We have not come to satisfactory conclusions about 
any of them. 

We know what we believe to be true today, be we do not 
know what we may believe to be true tomorrow. 

In order to interpret the Present we must go back into 
Past. Last fall when the children entered the kindergarten, 
we talked of their home-life, the family, developing and em- 
phasizing the thought of mother-love from the song-story in 
the Patty-Hill book entitled " Each Mother Loves Best." 

Song-Story "Each Mother Loves Best." 

By Patty Hill. 
As I walked over the hills one day 

It seemed that I heard a mother sheep say 
"In all this green field there is nothing- so sweet, 

As my little lamb with his nimble feet 
His eye is so bright and his wool so white 

O he is my darling my hearts delight." 
The Mother sheep and her little one 

Lay side by side on the hill in the sun. 

Out in the kitchen now what did I see 
But old mother oat with her kittens three, 

Purring away. It seemed to me I heard her 
whispering soft, said she : 

"My kittens with tails so cunningly curled, 
Are the prettiest things in all the world, 

I'll take my kittens, the kits I love. 

And we'll go to sleep beneath the warm stove." 



Kindergarten and Primary School. 15 

I went to the barnyard and saw an old hen, 

Go clucking' about with her little chicks ten 
She clucked and she scratched and she bristled away, 

And what do you think I heard her say? 
I heard her say proudly "The Sun ne'er will shine 

On anything like to these chicks of mine, 
Hunt o'er this whole yard and farm if you please 

I am sure you'll find no where such fine chicks as these. '^ 

I went to the nursery and I saw there 

A mother and baby in her rocking chair; 
And these are the words that I heard her say 

As backward and forward she rocked away : 
"The sheep loves her lamb and the hen her chick; 

The cat loves her kittens, but I have the pick, 
I have here the sweetest baby of all 

His love grows for mother as he grows tall." 

We find the similarities and contrasts between the human- 
mother's-love for her baby and animal-mother's-love for their 
offspring. The helplessness of the babies and their dependence 
upon the mother. 

Intelligent mother-love as contrasted with intuitive or 
iuBtinctive love on the part of the animal mother. 

A simple song emphasizing the thought is "The Family" 
"This is the Mother good and dear." We also learn songs 
entitled, "Ball for Baby," "Father We Thank Thee," "Merry 
Little Men," and "Our Kindergarten is Over." 

The first gift balls may be used to illustrate the story, 
various plays and games devised bringing out such qualities 
as "soft," "smooth," "rough," "quietness," "gentleness," etc. 

Simple action games may be played, such as will bring 
many clildren into unconscious free activity. 

"Let your feet tramp, tramp." "We all have found a 
pleasant place, etc. The entire week may be devoted to this 
song-story. It takes the child's thought away from himself, 
and he is interested in something which appeals to him 
directly because of his close affinity to each "Mother and 
baby." He is scarcely more than his mother's little baby, and 
loves all other mammas and babies. 



16 A Cycle of Work in the 

From this thought we lead to the thought of the prepara- 
tion of the various mothers for the winter. Storing away 
food, canning fruits, providing warm clothing. The father's 
thoughtful and ever active watchfullness over his family, in 
providing fuel, vegetables, and all the necessaries required to 
sustain life during the coming winter. Observe the depend- 
ence of the animal-mothers upon mother nature for food and 
warm coats for their babies preparatory for the winter. 

A song illustrating this work is found in the Patty Hill 
Book entitled ''Father and Mother's care." 

From this thought grew the thought of Mother-Nature, 
that type of universal Motherhood, a s^^mbol or expression of 
the Divine Love of our Father-Mother, God. 

This work is based on an original story entitled "Mother 
Natures' preparations for the Winter." 

First came the thought of Mother Nature's Children; the 
flowers. Her helpers; the sun, wind, frost, leaves and snow. 

Many beautiful stories may be told in connection with 
this work. The flower myths, such as the "Story of the 
Golden rod and astor," "The dandelions," "Daisy nurses," 
etc., etc. 

From this we lead to the thought of preparations of fniit 
families (Mother-Nature's Children), for the winter; develop 
the thought of Wisdom and beneficience of our Heavenly 
Father in providing food and protection for all His creatures 
great and small. 

Other families of Mother Nature: the fruit, vegetables and 
grain families, herein lies much talk of the farmer, miller 
and baker, and the uses of wind to turn millwheel, carry seeds 
etc., etc., continue the thought of preparation for the winter, 
considering the preparation of fruit and nut trees, use of the 
leaves to protect flowers, ferns, mosses, etc., etc. "Baby buds 
winter clothes." All nature is mutually dependent and man 
is most dependent upon this universal Mother for his food, 
•shelter and clothing. 

The preparation of Birds for the winter. Their depar- 
ture for the South. Their love for sunshine and flowers. 



Kindergarten and Primary School. 17 

Talk of the birds that stay with us: snow-birds, chickadees, 
sparrows, etc., etc., The Pigeons; adapt the story of "Hilda in 
the Tower" as found in Hawthorne's "Marble Faun." 

Observe the beautiful family life and love as portrayed 
by these little creatures of the air. Read the poem by Shelley, 
entitled "Ode to a Skylark," "The Birds of Killingsworth" by 
Longfellow, etc. 

Refer to the custom in foreign countries, of providing the 
eheaf of grain on a pole for the birds in the winter, create 
and foster a real love for these little creatures who are free as 
the air and are constantly making rich melody, telling us in 
sweetest notes of the love of our Father. '*Not a sparrow 
falleth without His notice." Should we not then love and 
protect these beautiful creations? Songs: "Where do all the 
birds go?'' "Clouds of gray are in the sky" etc., etc., 

Observe each year a typical animal, such as the squirrel 
or bear in his preparation for the winter. His dependence 
also upon Mother-Natures rich store-house for food and 
shelter. 

In insect life, observe the caterpillar and its cocoon. 
This is so symbolic of the resurrection of our own immortal 
souls that we can not afford to miss the lessons and thoughts 
that come to us through the study of this little creeping, 
crawling worm of the earth. Sing the finger-play song, "A 
Caterpillar is on the ground." 

The bee also is of much interest to the children, and the 
ant, each teaching many beautiful lessons of industry. Nature 
abounds in rich beautiful forms of life, having real vital inter- 
est to the child. All this nature work brings many beautiful 
songs and games. It is also full of suggestive work to keep the 
little hands busy. The rich colorings of the autumn is a source 
of never ending delight to the child in his attempts to repro- 
duce with paint, or zephyr, or bright colored papers, a leaf or 
flower or bird. Ere he is aware he is learning the use of his 
hands as directed by his head, with his heart full of the love of 
the Good the True and the Beautiful. We played we were busy 
Mammas, putting away fruit. We made really grape jelly, tak- 
ing the pretty violet grapes off their stems, putting them into 



18 A Cycle of Work in the 

a kettle on an alcohol stove in the centre of the circle. Wo 
watched it all boil and bubble away, until much of the rich 
juice had evaporated into steam. We strained it through a 
bag, made by the children. Then ^^^e measured equal parts of 
sugar and juice, again watched the process of evaporation 
until our jelly was the right consistency to keep. We poured 
it out into little cups, cut the circular papers, to fit the top 
tightly, sealed it up, and set it away for our thanksgiving 
feast. 

You may be sure there were no unruly children that 
morning for all were interested and busy. 

We gathered pretty leaves, pressed them, and adorned our 
kindergarten home with them, and nuts and berries and every- 
thing pretty we could lay our hands on, we brought into our 
Kindergarten, to learn more and more out of Nature's Wonder 
Book. 

Some of the songs we found helpful: "Autumn Song,'» 
"How the Corn Grew," "The Squirrels," "See the Trees all in 
a Row," "Come Little Leaves," "I am the Wind," "The Brown 
Birds are Flying," "Going a Nutting," "My Pigeon House," 
"Jack Frost," etc., etc. 

Some of the stories used were "Apple Seed .John," story of 
"Proud Pumpkins," an original story; "How West Wind 
Helped the Dandelion," "The Maple Tree," "October Gave a 
Part}^," "Story of Kind Old Oak and Dandelion," "Story of 
an Acorn," "The Thrifty Squirrels," "Phoebe Birds," adapted; 
"Hilda and the Pigeons," adapted; "The Green Worm." 

In the Mother Play Book use the "Farmyard" as a basis 
for work, observing the domestic animals — our dependence 
upon them, their dependence upon us for food and shelter. 
The relationship is one of inter-dependence, all dependent 
upon God for the sunshine, rain and wind to make the grass 
and grain grow. 

It may be likened unto that old story of "The House That 
Jack Built." 

The Perry pictures of all the animal families are most 
helpful in this work, and a source of never ending delight to 
the children. 



Kindergarten and Primary School. 19 

This brings us to the first week of November. 

We have talked of trees, only in their preparation for 
Winter and as shelters or homes for various animals, birds, and 
insects. 

We have emphasized the thought of the Family (Father, 
Mother, Child), Home, in all this work as the center of Rela- 
tionships. 

Very naturally we introduce the little Hiawatha as a 
primitive child — a child of God and a child of nature. 

He is our little brother, having all the characteristics of 
every child. His life was in and near to Mother Nature, who 
in a direct way provided him with his parents, his home, his 
food and his playmates. His primitive life is typical of each 
individual child in his unconscious efforts to find himself in 
and through the life around him. 

In our study of Hiawatha we developed principally the 
thought of the contrihutio7i of all lower or rather less differen- 
tiated forms of life to sustain higher or more highly organized 
life. The trees gave their leaves, bark, balm and fruit to pro- 
vide him with food and shelter. 

The animals gave their fur and bodies for food and cloth- 
ing. The Sun, Moon and Stars gave their light and warmth 
and beauty for both his physical and spiritual needs. 

In return, Hiawatha entreated his Divine Father — the 
Great Spirit — to show him how he might serve his people, and 
by so doing how he could serve his God. 

This is all so beautifully told by Longfellow in his im- 
mortal story entitled "Hiawatha." 

The children love it; they never tire of it, and many 
times, long after we talked of this little Indian brother, they 
would ask to ^^play Hiawatha'^ and sing the song old Nokomis 
sang to her little grandbaby: 

' ' The sun has gone from the shining skies, 

Bye, baby, bye; 
The flowers all have closed their eyes, 

Bye, baby, bye; 
The stars are lighting their lamps to see 
If babies, and birdies and squirrels, all three, 
Are sound asleep as they ought to be, 

Bye, baby, bye. 



20 -A. Cycle of Work in the 

The squirrel's nest is an old dry tree, 

Bye, baby, bye; 
A furry ball in his sleep is he, 

Bye, baby, bye; 
The robin's nest is high overhead, 
Where leafy boughs of the maple spread, 
But baby's nest is his cradle bed, 

Bye, baby, bye. 

Th« squirrel's dress is a coat of gray, 

Bye, baby, bye; 
He wears it always by night and day, 

Bye, baby, bye; 
The robin's dressed in his feathery down, 
With warm red breast and wings of brown, 
But baby sleeps in his little white gown, 

Bye, baby, bye." 

There are two other songs the children especially love in 
connection with this work. They are: "Oh, Mother, the 
Moon Looks so Pretty Tonight," and "Seven Little Fairies 
Came When the Storm was Ended." 

On Friday we had a resume of the week's work. 

It was a red letter day in our Kindergarten. 

Fifteen minutes were spent in singing. The two songs 
of the week especially loved by the children were the ones 
before mentioned, "Oh, Mother, the Moon Looks so Pretty 
Tonight," and "The Sun Has Gone From the Shining Sky." 
Other songs they enjoyed were "Lightly Row," "Little Star 
that Shines so Bright," and "Many Little Fairies Came When 
the Storm was Ended." 

The children carried their chairs and placed them at each 
side of the room. 

Marching and physical exercises during fifteen minutes. 

The children were then seated upon their chairs, and the 
Kindergartners arranged the tables, forming a U. 

We decided to make a chart — that would tell the story of 
Hiawatha with pictures. 

We let each child choose what he wished to make. 

Drawing, free-hand cutting, sewing, painting, modeling 
in clay and with paper, weaving, cutting and pasting, in fact 



Kindergarten and Primary School. 21 

every occupation was brought into pla\^ that we might best 
express this beautiful story. 

How happy the dear little ones were as they worked 
away! 

A general spirit of busyness pervaded the room. Each 
child was free to go to the table, select such material as 
they needed, return with it to their places and make the thing 
as pictured in his mind. 

Not one discordant note or sound was heard. The hum of 
the mill-wheel is not half so harmonious or beautiful as was 
the busy, happy undertone of industry during all the morning's 
work and play. After twenty minutes of busy work, we had a 
season of play. 

Games were spontaneous, dramatic, quiet and beautiful. 

After games we had a quiet rest time, when each little head 
was tucked under his wing, and, humming a sweet lullaby, all 
"slept through all the long night." The ''cuckoo" called us up, 
and we were ready for another period of work. 

We pushed the sand table in the center of the room. 

Each child had his part to do in reproducing the same 
story in the table. 

Much modeling was done quickly, making wigwams of 
birch bark, trees, birds, and nests for the birdies. "Hiawatha's 
chickens." The deer, rabbit, squirrel, porcupine, beaver. 
"Hiawatha's brothers" were all there. It was a little 
difficult to recognize some of them. Snow shoes, the 
canoe, bow and arrows, cooking vessels, stones on the shore of 
the Big Sea Water, etc., etc., and, last but not least, was Hia- 
watha himself, feathers and all, his little cradle, Nokomis with 
her blanket wrapped about her, lago with his gift of the bow 
and arrow; and over to one side was to be seen the gift of 
Mondamin, the Indian corn, with its tassels of gold peeping 
up out of the green earth. 

After this was all completed, we sat on the floor, "Indian 
fashion," and the story of "Hiawatha's Wooing" was told. 
There were tears in the eyes of many little ones, for we all 
loved Hiawatha, and were sad to think he had to suffer such 



22 A Cycle of Work in the 

severe trials. We grieved with Hiawatha for his loving bride, 
and gave him our sympathy in his loneliness. But we rejoiced 
in the gift of corn given him by the Great Spirit, that the In- 
dian people might not starve. 

To add to the interest, we had a really birch-bark canoe, 
also dolls, very lifelike, representations of Hiawatha, Nokomis 
and lago; a beaded case for his knife, pair moccasins, two pairs 
of snow-shoes, a bow and arrow, and many pictures of Indians, 
ponies, squaws, wigwams, etc., etc. 

We also had a snow-shoe race. Our children went to their 
homes happy; because they had been free, busy, working with a 
definite purpose. 

Self was almost wholly obliterated and forgotten for the 
time. Could we but always be thus occupied in thought for 
others that we might slay this "old man" of the flesh which 
Paul tells us about, we would be free and happy indeed! 



Kindergarten and Primary School. 23 



CHAPTER in. 



Second Cycle — "Gratitude for Material Blessings Culmin- 
ating IN Thanksgiving." 

From the study of Hiawatha, the Indian baby on our own 
shores, we are led to observe another child whose home is also 
"by the Big Sea Water," in a country named Holland. We 
develop similarities found in both children — home, parentage, 
dependence upon mother, father, all dependent upon the Father 
of all. 

This leads to the observation of country, its geography, 
the people, occupation, manner of dress, language, home life, 
etc., etc. 

From the Dutch child we cross the English channel and 
go to England. 

We tell the story of Edward and Mary, two little English 
children who, with their parents, were compelled to leave their 
beloved home and country, because their king denied them the 
privilege of worshiping God in their own way. They went to 
Holland, because in that country they could serve God and 
worship him as they chose. 

They were not happy in their adopted home, because of 
the strange customs of the people, and the different language, 
etc. 

"They were strangers in a strange land." As a result of 
this discontent, they all banded together and planned to go to 
the new country, of which they had heard, called "America." 

Captain Miles Standish, a brave young Englishman, de- 
cided to go with them. 

Among those who embarked were Goodman White, Wm. 
Brewster, John Alden, Priscilla Mullen and Mary Chilton. 

They, about one hundred in all, secured two ships, the 
Speedwell and the Mayflower. They were obliged to abandon 



24 A Cycle of Work in the 

the Speedwell, because it was not strong enough to withstand 
the storms and long voyage. 

The long, weary voyage caused much suffering. 

Tell of things they saw from day to day; incidents that 
transpired on the boat. Birth of two babies, Oceania Hopkins 
and Peregrine White. Sight of land. First washing day. 
Landing of Pilgrims at Plymouth Rock. Their First Thanks- 
giving. 

This is all so beautifully described in a book entitled 
"Standish of Standish," by Amelia Barr. 

Describe the early, pioneer life of the Pilgrims. Touch on 
their sufferings from cold and hunger. Enlarge on their brav- 
ery, fortitude, piety and mutual helpfulness. The finding of 
Indian corn. The fright of the Indians. Defence from the 
Indians. Building of Pilgrim homes. The laying out of the 
town of Plymouth. 

Tell the story of the two little Pilgrim children who were 
left at home while their parents went to church. The visit of 
the Indians. The fright of the children and their seeking 
shelter, hiding under a big brass kettle. 

The children love this, as it appeals to their sense of 
humor. They delight in dramatizing the story. 

In their celebration of the First Thanksgiving, describe 
how the Pilgrims entertained the Indians as their guests. 

This leads to November twenty-first. Thanksgiving week. 

We base the work of the week on an original story entitled 
"Farmer Brown's invitation to Mother Nature's children to his 
Thanksgiving party." 

This story is the embodiment of all the thought of the 
preceding weeks. It is a sort of gathering together all the 
various phases of life and activity presented during these three 
months, and emphasizing the same underlying thought found 
in Hiawatha — that of sacrifice. The giving of life to sustain 
life. This thought is so beautifully illustrated in Holland's 
" Bitter-Sweet," which contains the seed thought for all this 
work. It does away entirely with the thought of death as an 
end to all things. 



Kindergarten and Primary School. 25 

"There is no death — what seems so is transition." 

"Life evermore is fed by death, 

In earth, or sea, or sky. 
And that a rose might breathe its breath, 

Something must die. " 

The flowers give their beauty and fragrance; the grain, 
the fruits, the vegetables and the nuts give themselves to sus- 
tain life. The birds, insects, fowls and beasts give their life to 
sustain higher life. Bountiful Mother Nature gives of her rich 
store to provide for man's physical and spiritual welfare, and 
by so doing she is made rich and more fruitful. 

Man in return for all gives his service in his time and 
talents for his brother, man thus rendering highest service to 
his Maker. 

At our Thanksgiving Festival, we entertained the parents 
with song and story, and served them with wafers and grape 
jelly, all our very own making. 



26 ~ ^ Cycle of Work in the 



CHAPTER IV. 

Third Cycle — Gratitude for Spiritual Blessings, Culmi- 
nating IN Christmas. 

We are now ready for the story of not only the most 
wonderful baby ever &orw, but the most wonderful life that was 
ever lived upon earth. 

We introduce the story by telling of the annunciation, as 
told in "Christ Child Tales," by Miss Hofer. 

We then describe the home of Mary and Joseph, in the 
city of Nazareth. 

The occasion of their going to Bethlehem or Jerusalem. 

How they went. The long, tiresome journey. Many oth- 
ers on the road going to the same city for the same purpose. 
Approach to the city. Entrance through the gates. "No 
room to be found in the inn." Shelter in the stable. Describe 
the wonder of the cattle on seeing such strange guests. The 
kindness and though tfulness of Joseph to provide comfort for 
Mary; also for the faithful little donkey which had brought 
them there. Wonderful event that took place in the night. 

"God kept His promise and gave to Mary a beautiful 

child." 

"She wrapped it in swaddling clothes, and laid it in a 

manger." 

The love of the Madonna for her baby. How she pon- 
dered in her heart all these things which God revealed to her 
about this wonderful child. A song that beautifully illustrates 
this is entitled "In Another Land and Time." 

The story of the Shepherds is next told: Description of 
the place, the shepherds, sheep, and good, faithful shepherd 
dogs, all asleep. Suddenly a great light appears. Then they 
hear a voice saying: "Fear not, for behold I bring you good 
tidings of great joy to all people, for unto you is born this 
day, in the city of David, a Saviour, which is Christ the 
Lord." Then appeared the Angel choir singing "Glory to 



Cindergarten and Primary School. 27 

God in the highest, anJ on earth peace, good will toward 
men." After the music died away, there appeared a beautiful 
star. "The shepherds followed it and were led to where the 
young child lay." They found Him in His mother's arms, 
and fell down and worshipped Him. Immediately they went 
away to tell others of this child wonderful. 

A song illustrating this story is entitled "Shepherds Were 
Watching their Sheep Thro' the Night;" also a beautiful song- 
lullaby, one which might be supposed Mary sang to her dar- 
ling child, is entitled "Sleep Little Baby of Mine." 

The story is continued by telling the "Story of the Stars 
and Child," found in "Christ-Child Tales." 

A song illustrating this is "Shine Out, Oh Blessed Star." 

The next story told is "The Visit of the Magi." This is 
followed by "The Flight Into Egypt," "The Return to Naza- 
reth," "Christ's Boyhood," "The Visit to the Temple," "Christ 
Among the Doctors," and "His Manhood." The Perry pic- 
tures are most helpful in all this work. 

Finding the origin of Christmas in the birth of Christ, 
the children are led to look upon that great event with love 
and reverence. In studying the life and character of this 
wonderful Baby — Boy — Man, we learn again the great truths 
of living for others — giving, more than giving — srcrifice; for 
Christ was the supreme sacrifice, the Passover Lamb. 

Other stories are told bearing upon the thought, "Why 
the Chimes Rang" is a most beautiful story, embodying the 
thought of giving and loving. 

We now come to Santa Claus, that dear old man whom 
we all love and like to believe in. 

He is the embodiment, the very essence, of giving, and he 
may be in the form of our Papas, our Mammas, our friend — 
and we find that ive, the little children in the Kindergarten, 
can play we are each a Santa Claus, and can do as he does: 
Make people happy b}' giving something of our very own, 
that we have made with our hands. We actually experience 
the truth of, "It is more blessed to give than to receive." 



28 A Cycle of Work in the 

Our Christmas tree is a result, and is laden down with 
gifts of love for mamma, papa, brother, sister, baby, friend — 
and last, but not least, for some little orphan or aged person 
whose life is "void of the Xmas joy that overflows in our own 
hearts." Surely "Love is the fulfilling of the Law." 



Kindergarten and Primary School. 29 



CHAPTER V. 



Fourth Cycle — Resume of Holiday Experiences — Culmi- 
nating IN A Doll Party, 

The first week after vacation is spent in reviewing our 
Christmas joys and experiences. We bring our dolls, toys 
and gifts that Santa brought us and have a good time repro- 
ducing them with blocks, sticks, circles, tablets, paper, pencil, 
scissors, paint, needle, thread, etc., etc. The climax of the 
week is reached on Friday, when we have a Doll Party. Those 
who have never attended one of these delightful occasions 
have missed the best experience of their lives. 

John Alden, Priscilla and Hiawatha, Gretchen and a 
Brownie (our Kindergarten dolls), assisted by the Kinder- 
gartners, are the receiving party. 

The little mothers and fathers come with bright, happy 
faces, showing the most earnest solicitation and care for the 
comfort and happiness of each particular baby. After remov- 
ing the wraps of the guests, all are seated on the circle, each 
mother or father holding his baby doll. "Good Morning" is 
sung, "Good Morning to all." 

Then "Good Morning Merry Sunshine," followed by "Ball 
for Baby," and various other songs that would be most inter- 
esting and entertaining to guests. Last of all are sung the 
various lullabys — the Indian lullaby, the Dutch lullaby, the 
Norwegian lullaby, the Negro Mammy's lullaby, and best of 
all is the Madonna's lullaby. The exercises of the morning 
circle would not be complete without our "Thank You" song. 

The babies are now asleep and are carefully laid on an 
improvised bed by each little Mamma or Papa. 

Then we talk (very softly of course, for fear of waking 
the sleepers) of other babies in the Kindergarten. Sharp eyes 
ioon find in the pictures on the wall — a mother sheep and her 
baby lamb; a mother cow and her baby calf; a mother cat and 



so A Cycle of Work in the 

her baby kitten; a mother squirrel and her baby squirrels; a 
mother rabbit and her baby bunny; the mother Mary and her 
baby Jesus. The heads of the children are counted, also the 
heads of our little visitors. The number present is recorded 
in our January calender. (Our calenders are a very import- 
ant and interesting feature in our Kindergarten.) 

Very quietly the chairs are taisen to the table. The chil- 
dren return to the circle, have very quiet physical exercises, 
marching and games. 

By this time we notice that the babies are stirring, and 
soon wide-awake. A circle is made with the chairs, and each 
dollie is placed thereon. 

Priscilla and Gretchen are the two kindergartners, and 
conduct the morning talk and songs for these babies. 
Space forbids description of these most interesting little 
visitors. There were seventeen of them, and many more 
would have been there had the thermometer not been fourteen 
degrees below zero. One really father spent the morning with 
us. He was compelled to be there, as little Kathleen would come 
to the party. She had been ill, and the only thing to do was 
for papa to bring her. A sad accident occurred on the way. 
Dollie fell out of the arms of papa or Kathleen, we don't re- 
member which, and like .Jack, "fell down and broke her crown." 
Poor dear was a pitiable sight! Kathleen was comforted with 
the thought that it was not her prettiest dolly. We decided 
that the unfortunate baby should have to go to a doll doctor 
and be mended. She was allowed to be on the circle, and, like 
many other babies, soon forgot about her misfortune and pain 
in the enjoyment of the hour. 

While Priscilla gave the morning talk, the little mothers 
and fathers went to the tables and were allowed to choose what 
they would like to make for their babies. Many useful and 
ornamental things were quickly made and immediately carried 
over to Miss Dolly, to add to her happiness. 

The clock now pointed to the hour when all must go 
home. Busy mammas and papas were seen bundling up dol- 
lies, and busier kindergartners were trying to bundle up chil- 
dren and keep a reasonable degree of quiet in the midst of such 
excitement. 

The photographer came just in time to take a snap shot 
of all before "Good-bye, happy work!" was sung. 



Kindergarten and Primary School. 3t 



CHAPTER VI. 



Fourth Cycle — New Year Suggestions — Time — Observation 

OF Sun, Moon and Earth — Interdependence — 

The Light Bird. 

The following week we began our regular work. We took 
up first the subject of time, as suggested by the new year. 
This is beautifully emphasized by the song entitled, "Oh, I am 
the Little New Year." 

This leads us to speak of division of time: the seasons,, 
twelve months of the year, thirty days in one month, twenty- 
four hours in one day, sixty minutes in one hour, sixty sec- 
onds in one minute. 

The Froebel Mother-play of "Tick-Tock" is also very sug- 
gestive in connection with the work. 

The value of time. The importance of promptness; dif- 
ferent manner of reckoning time; ancient method by use of 
sun-dial and hour-glass; present way by use of clocks and 
watches. 

This leads us to the study and observation of the sun^ 
moon, earth, in their relation to each other; the sun, moon 
and stars as natural lights. Contrast these with artificial 
lights, electric, gas, lamp and candle. 

Need of lights. Man could not exist withoutUght. Mother 
Nature's children are dependent upon natural light. 

In this study we are led to observe the "Light Bird" (re- 
flected light from a prism.) We find it is made of sunbeams. 
It can be seen with our eyes, but not handled with our hands. 
Its song is so sweet and soft that, like the music of the spheres, 
our ears are too dull to hear it. 

Froebel meant to teach a great spiritual truth in this little 
mother play of the Light Bird. The best in life is that just 
beyond our grasp. We catch glimpses of beauties and joys 
which lead us ever onward and upward out of the life physical 
into the realm of mind and spirit. 



32 A Cycle of Work in the 

The children are very fond of the song of the Light Bird. 

We dare not stop to dwell on the many interesting sub- 
jects suggested by this simple play. 

With light comes color, sound, rhythm, harmony. 

Both tone and color originate in vibration or motion. 
Motion is but another word for activity, the inherent property 
of life. Motion manifests itself to all our senses in tiine. When 
slow we have rhythm; when more rapid we have tone. 

There is a most interesting analogy between sound and 
color. Prof. Daniel Bachelor says: "When a new discovery is 
made in sound, a new color is found, and vice versa." This 
leads to the close analogy between the ear and eye. Both find 
their way to the brain and transform themselves into sound 
and color. 

Color is a symbolic language; like love it appeals to our 
feeling. Color is used more in poetry than in prose. This 
accounts for the fact that the more poetic the song, the more it 
appeals to the child. It is because of the color (so to speak) in 
the song. 

We seek to interpret the language of the various colors of 
the Light Bird: 

Red, the symbol of love, warmth; color of fire; emblem of 
Divine love. 

Blue is its opposite, and symbolizes truth and wisdom. 

Yellow, prevailing color of the flowers, symbolizes sympa- 
thy, rapture, pure worship, spirituality. 

Orange is composite, a mixture of red and yellow. It is 
used to represent the soul seeking after God. In some coun- 
tries it is used as a bridal color, suggesting union between the 
vital or active and the spiritual or passive principle. 

Violet expresses tender sadness; used in second mourning. 
It is a combination of red and blue, love and truth. 

Green is nature's own color, and symbolizes growth, hope. 
It is a combination of blue and yellow, truth and sympathy, 
or spirituality. 

All together we might say the Light Bird is but the focus- 
ing of all the rays of light, expressing to the soul perfect beauty 
and love. 

Emerson tells us not to go to the ends of the earth to see 
beauty, but to open our eyes to see the things around us every- 
where. 



Kindergarten and Primary School. 33 



CHAPTER VII. 

Fifth Cycle — From Observation of Sun and its Relations 
TO THE Earth — Lead to Thought of Climate and Occu- 
pations Suggested by Different Climatic Condi- 
tions Culminating in the "Dignity op Labor." 

From the observation of the sun, as the great center of 
time, we are led to talk of the differences of climate and its 
effect upon people. 

This brings us to the study of the Esquimaux, the little 
people of the far north, their habits of life, homes, food, cloth- 
ing, occupation, etc., all influenced by the climate. 

The observation of the Aurora Borealis. 

The use of the reindeer and dog instead of the horse as 
beast of burden. Animals found in frigid zone. Flora. Veg- 
etation scarce. Why? etc. 

From this we observe ice found in the north country and 
all cold countries. 

We are now launched upon the Trades or occupations of 
people. Ice cutting is studied as an industry. 

Use of ice for cold storage purposes. Manner of packing 
and preserving ice. Need of sawdust for packing. 

This leads us to study the source of sawdust; consequently 
we must take up the subject of lumbering. We come now to 
study trees in an entirely new relation. We go to the forest 
and join a lumber camp. Describe camp. Clothing of men; 
bright-colored coats to protect men from hunters. Tools used 
in lumbering, sleds, axes, saws, hammers. Animals that help. 
Horses, their food. Respect of workmen for each other. Kind- 
ness to animals. Why they do not cut baby trees. Study of 
different kinds of trees. Various uses of each kind. Observe 
the wild animals found in forest, deer, fox, porcupine, bear, 
wolf, and those smaller animals, rabbits, squirrels, chipmunks, 
birds and insects. 



34 A Cycle of Work in the 

Describe process of logging. Different work of loggers — 
leaders, workers, choppers, sawyers, binders, trimmers, haulers. 
Hauling logs to river. Making booms. Floating down the 
river to the mills. Occupation of loggers at night; writing 
letters home, reading, games. Their need of nourishing food; 
dependence on good cooking. 

Talk of river life. Use of pike poles. Making of booms. 
Shoes worn by men. Condition of river when logs are first 
put in it, and at the time the boom is made. 

Naturally we follow the logs to the mill where they are 
sawed. This is emphasized by the song, "Let us now begin 
our sawing." 

We hurry on to the uses of wood, and are led to talk of 
the carpenter. Describe the man, his shop, life, tools and work. 
Things made by the carpenter. Use of iron in making articles 
of wood, nails, doorknobs, etc. Song emphasizing is, "See the 
cheerful carpenter." The children of the kindergarten became 
real carpenters. Two boys brought a chest of tools. We 
turned part of the basement into a carpenter shop. "We ham- 
mered and we sawed, we chiseled and we bored, and rap-tap- 
tap, the nail we tapped, rap-tap, the nail we tapped," until we 
had a pigeon house all ready for occupancy, which was pre- 
sented to John Alden and Priscilla for their yard. 

We touched on bridge and boat building. Song: "The 
Bridge," found in Mother-play book; also song by Longfellow, 
poem of "The Bridge." 

This leads us again to the study of trees. Kinds of trees 
used for bridge and boat building. Also use of iron. Uses of 
bridges and boats, etc., etc. 

In warmer climate we would take up the study of maple 
sugar making, but it does not mean much to children in this 
frigid (?) zone (West Superior.) 

Leading from the carpenter, we trace the origin of iron to 
the mine. This brings us to a most interesting subject. The 
children love to talk about mining. There is a fascination in 
going down, down into the bowels of the earth, and digging 
with the pickaxe the iron ore. We learn about shafts and 



Kindergarten and Primaiy School. S5 

crushers and tunnels, and the dear patient donkey that pulls 
the cars to the shaft. We are told thrilling tales of mines that 
have caved in, and how the workers escaped with their lives by 
*he help of men from neighboring tunnels, who worked night 
and day digging away the earth. It is equal to any wild-west 
tale of cowboys or Buffalo Bill. 

We find that precious stones come from Mother Earth, 
and coal, and many things that we thought to just grow on trees. 

From the miner we go to visit the blacksmith in his shop. 
We sing, "Strike, boys, strike, boys, while the iron is red-hot." 
And we are learning the a, b, c, of a lesson in life that will 
come to us when we are grown-up children. We tell the story 
of Seigfried, who forged the wonderful sword, and go with him 
into Mythland, and fight grim monsters until at last we win 
our fair Brunhilde, and forever after live in love, peace and 
contentment. 

In this study of trade life, the children are led to not only 
a knowledge of the various occupations of life in the industrial 
world, but they are led to hare genuine respect and reverence 
for labor and the laborer. 

Their hearts are full of gratitude to these workers in wood 
and stone and iron. "Honest work for to-day, honest hope for 
tomorrow. Are these worth nothing more than the heart they 
make sad or the hand they make weary?" 



36 A Cycle of Work in the 



CHAPTER VIII. 



Sixth Cycle — Celebration of Heroes' Birthday. 

We forgot to mention, in the study of the trades, that we 
associated them with a home in our kindergarten. It was that' 
of John Alden and Priscilla, who were duly married after Pris- 
cilla asked John that fatal question, as told in Longfellow's 
"Courtship of Miles Standish." 

We have cut and sewed enough carpet-rags for Priscilla to 
weave a rag carpet. We know she can spin, but have our 
doubts as to her ability to weave. All kindergarten children are 
experts in that art, so we decided to weave her a carpet gratis. 
As you know, those early pilgrims were not rich in this world's 
store, but they were not lacking in all that goes to make up 
noble manhood and womanhood. We are the inheritors of 
their rich legacy of true nobility of character, and in conse- 
quence are to-day a free and independent people holding our 
rank with the foremost nations of the world. 

We will help John and Priscilla furnish this home of 
theirs; also aid them in their spring gardening and farming- 
They will have flower beds in their yard, vegetables in their 
garden, and a goodly share of corn, oats, wheat and hay on 
their farm. The woods will supply them with game, nuts and 
berries. Hiawatha's wigwam will be found among the stately 
trees in the woods. They will have an orchard to supply them 
with choice fruit. They will have horses, cows, piga, sheep, all 
kinds of fowls, pigeons, a good, faithful watch-dog, also "Mrs. 
Pussy, sleek and fat, and her kittens four." Birds will build 
their nests in the trees near the house, under the eaves and in 
the bird houses. All will dwell in puritan simplicity and har- 
mony. They will live the simple peasant life of the early Pil- 
grims, worshiping God and honoring him by their upright, 
honest lives. 



Kindergarten and Primary School. 37 

The children and parents will need shoes and clothing, 
thus giving apportunity to touch on all the various trades in a 
specialized manner. 

In the spring time, when the days grow warm, we will go 
with the little family to the sea shore. There we will learn to 
know good Mother Ocean and her many beautiful children, the 
fish and shells, in their fairy homes. We emphasize this with 
an original story entitled, "The good Mother who wears the 
blue-green dress with white ruffles." 

In our association with all the beauteou? forms found 
within the bosom of this great mother, we learn much of the 
wonders of the creation of God. Infinite variety in unity. In 
the immensity of it all, we lose much of the petty trifles that 
annoy and beset us, and return home broadened in thought 
and strengthened in purpose. 

By this means we will have done nature loork without 
wearying the children, because we have vitallized it with a real 
human, personal interest. 

So much is written and preached about "nature work in 
the schools," that we have gone to the other extreme, and 
almost surfeited the children with it. We have talked "trees," 
"flowers," "stories," until we have almost squeezed the very 
essence out of nature, and, in the language of Wordsworth, 

"A primrose by the river's brim 
A yellow primrose was to him; 

It was — and nothing more." 

Rather let us approach nature with reverence. Let us 
inspire respect, and beget the habit of nurturing and protect- 
ing all forms of life, whether it be a tiny seed, a flower, a tree, 
a caterpillar, a bee, a horse, or a man. 

In the words of Tennyson, let us say: 

"Flower in the crannied wall, 

I pluck thee, root and all; 

And if I knew what thou art, all in all, 

I would know what God and man is." 

February fourteenth brings St. Valentine's day. We learn 
from this many beautiful lessons of love and kind thoughtful- 
ness for others. 



38 A Cycle of Work in ihe 

Like the biriies, we too choose a valentine, and send mes- 
sages of love to the object of our affections. A very pretty song 
illustrating this thought is " Birdie's Valentine." Another 
song very popular with the children is "The Postman." 

Then follows Washington's and Lincoln's birthdays, 
which have to be celebrated. 

A week is devoted to these heroes, and a flame of patriot- 
ism is kindled which will never die. At the request of the 
children, every morning after that twenty-second of February, 
we have sung "America," "Bring the Good Old Angle, Boys," 
•* Tramp, Tramp, the Boys are Marching," " Union Forever," 
" There are Many Flags in Many Lands," " Three Cheers for 
the Red, White and Blue." Sometimes we almost wished their 
patriotism might lag a little. 

Love of country is as deeply rooted in the heart of man as 
love of home, and it is for the kindergartener to supply the nec- 
essary environment for the little ones, and they will respond 
naturally to the thought of "country," and "patriotism." They 
are ready and willing to play "soldier boy" with a zeal that 
will enable them in mature years to respond to the call of 
their country. 

If the teacher is full of zeal and love for her home, her 
country and her God, she will find a hearty response in the 
hearts of her children. It is as contagious as the measles. 



Kindergarten and Primary School. ,3i9 



CHAPTER IX. 



Seventh Cycle — Renewal of Life, Culminating in Thought 

OF Easter. 

Easter week has come, and we have treated it as we did 
the Christmas thought. We told the simple gospel story of 
the resurrection. It was completing ihe life-story of that won- 
derful child born in Bethlehem on Christman day. It will 
Btand as the symbol for all newness and resurrection of life, 
both natural and spiritual. 

A story of the Easter Lily was told which, to our mind, is 
as wonderful as that of the death and resurrection of the 
Christ. 

We will tell the origin of Easter, and its association with 
the rabbit and colored eggs. The song which is best loved by 
the children is, "The Little Flowers Came from the Ground." 
We have already sung of " Robin, robin redbreast," and " In 
the Sunny Southland." Nature is doing her best to woo gentle 
Spring, and bid farewell to Jack Frost and his workers, the 
frost, ice and snow. We tell an original story entitled, "Mother 
Nature's Call to the Violets," which is illustrated as told on 
the blackboard. 

April brings a day especially dear to kindergarten chil- 
dren, that of Froebel's birthday. We always have a happy 
time talking and singing of the life of that great and good man 
who has done eo much for children; not children alone, but 
for all mankind. We have not yet come to the full appre- 
ciation of the work of Fredrick Froebel. 

It is now almost two thousand years since the Christ child 
came to us, and the world but faintly echoes the song the 
angels sang of "Peace on earth, good-will to man;" and so with 
this other prophet inspired, it may be many years before the 
world will learn the full significance of "Come, let us live with 
our children." But we have hope for the future, and our own 
beloved America will be the first to echo the injunction, be- 
cause of our freedom as a nation. Bye and bye, when each 
individual man and woman shall have developed according to 
Froebel's laws, which are God's laws, then shall we be indeed a 
true republic — for the "Truth shall make us free." 



40 A Cycle of Work in the 



CHAPTER X. 



Eighth Cycle — Beginning with the Knights, Culminating in 
Decokation Day. 

There is just one seed thought to be considered in this "Cycle 
of Work," that is, the Frcebel Mother-play story, "The Knights." 
What is the story? Read it for yourselves in the Mother Play 
book. Let me give you a picture: A mother and child stand- 
ing on the balcony of a castle. Five gallant knights are rid- 
ing by on beautiful white chargers, and are waving greetings 
to mother and child. Another scene: The knights are again 
riding by, and look up to greet the mother and child- But 
alas, the mother stands there alone with sad face. Where is 
the child? The knights are disappointed in not seeing the 
little one, and ride slowly away. 

Scene III. Mother and child on the balcony. Joyous ex- 
pression on faces of both. The knights are coming! This 
time they see the child, and signal to him. In return he waves 
his little hand. Only a moment, and they are gone on their 
mission of love and service. 

What does it all symbolize? 

The child is a type of each individual in his struggle to 
free himself from Self. 

The mother is a type of universal and individual mother- 
hood; the ever present and ever sympathetic helper and com- 
forter of her "little ones." 

The castle symbolizes the home, the center of human rela- 
tionships. It may also symbolize our individuality; that 
peculiar something which makes you, you, and me, me. 

The knights are symbols of first, love (red); second, truth 
(blue); third, service (yellow); fourth, aspiration, or hope 
(green); and fifth, power f violet.) The white chargers are 
symbolic of purity of soul — all together forming a spiral lead- 
ing the child out of himself to do service for others. By so 



A Cycle of Work in the 41 

doing he becomes his own mascot in the perfecting of his own 
character, which can be done only by living "in the stream 
of life," as Goethe tells us. 

In scene I, we see mother and child on the balcon}'. The 
little one is full of his dreams for the future. All is "rosy 
tinted." The world is before him! He is happy to wave to 
the knights, for some day he too will be a knight, doing great 
deeds. Ego! ego!! ego!!! 

Scene II. The mother is alone on the balcony. The child, 
alas, is within the castle, alone. (Ego in disgrace.) His feet 
have been pricked by thorns of selfishness, which resulted in 
anger, sorrow, disappointment. He cannot see the knights- 
Ah, they do not wish to see him. The mother's heart (sym- 
bolic of God's pity for his children) is sad. She is grieved to 
tell these brave knights that her "child is naughty and selfish 
and bad." The knights ride slowly, sadly away. All the 
world is affected when just one child has gone wrong. 

Scene III. They come again. They have not forgotten 
this fair child who gave such promise. They return to see if 
he will not conquer self and join them. And they are not dis- 
appointed. There he is, with bright, joyous expression on his 
countenance. (Ego conquered, transformed, born anew.) And 
his mother — oh, how happy! "Joy shall be in heaven over 
one sinner tbat repenteth more than ninety and nine just per- 
sons which need no repentance." 

He soon now will come into full possession of his knightly 
heritage, and will hear the voice of his Father saying, "Well 
done, good and faithful servant! Thou has been faithful over 
a few things; I will make thee ruler over many things; enter 
thou into the joy of thy Lord." 

The story of the knights is a combination of Miss Harri- 
son's "Cedric's Call to the Knights," and "Sleeping Beauty." 

There are so many beautiful songs and games suggested, 
beginning with the spring work. 

The story entitled " Mother Nature's Call to the Violets," 
is a medley of pretty songs familiar to all kindergartners. 
We dramatize the story, making a sequence game which illus- 



JIJl ^1 1899 



42 A Cycle of Work in the 

trates a chain of experiences reaching back into the autumn 
and coming down through the winter to the spring time, when 
birds and bees and flowers all answer to the call of their dear 
Mother Nature, who sends her helpers, the sunbeams, the rain- 
drops, and south wind, to feed them and coddle them and help 
them grow into happy, useful children. 

From the story of the knights, it is very easy to associate 
with it the story of our own heroes, whose noble deeds we com- 
memorate on Decoration Day. It is but a repetition of the 
same thought underlying found in the preparation for winter, 
Christmas and labor; that of giving life to sustain life-sacrifice. 

We love to connect this celebration of Decoration Day with 
our nature work — the flowers. Our dear ones live in memory 
as a sweet incense. 

"You may break, you may shatter the vase, if you will, 
But the scent of the roses remains there still. " 

Another volume of this series will be devoted to the "Sto- 
ries and Talks" given in this "Cycle of Work." Another vol- 
ume will be devoted to " Nature Work," as suggested in this 
book; another, to "Songs and Music;" another, to "Physical 
Exercises, Marching and Games;" and another, to "Suggestive 
Work with the Gifts and Occupation, or details of manual 
work, schoolroom decoration," etc. 

It may seem, from all that has been given, that the chil- 
dren have been overfed — just the thing we wished to avoid. 
Such was not the case. All that has been suggested is but 
material or food which supplied these ever active, ever busy 
little bodies, brains and hearts with a good healthy stimulus, 
so that their whole beings might be directed into right avenues 
of thought and action. 

" From the whole to its parts." This is our motto. We 
do not exhaust any subject, but seek to arouse an interest that 
will lead to future study and investigation. Whatever we do 
we do with our might, and as thoroughly as is in our power to 
do; but we seek above all to create a harmonious, all-pervading 
atmosphere of love, and let nature do her work. Love is the 
diamond which reflects all the attributes of character requisite 
to a noble manhood and womanhood. " But the fruit of the 
spirit is love, joy, peace, long-suffering, gentleness, goodness, 
faith, meekness, temperance." "Against such there ie no law," 



